St. Margaret Mary’s Catholic Junior
Educational Needs Information Report
This annual report has been produced as
a legal requirement identified in Section 69 of the Children and Families Act
2014 and contains information outlined in Schedule 1 of SEND Regulations 2014.
At St. Margaret Mary’s Catholic Junior
School we are proud to provide a safe, stimulating and inclusive learning
environment where every member of our community is valued and respected.
the heart of all we do are our children. Our school is a safe environment where
everyone is valued equally and encouraged to achieve their full potential as
part of a community, loving, learning and growing together with Jesus.
We are a larger than
average-sized Catholic Junior School and we admit pupils from age 7 to 11. Our
school provides caring support for all children, including our vulnerable
pupils and for those who have disabilities or special educational needs. Our
caring and competent staff ensure that all pupils are fully included in
everything on offer. They work well with outside agencies to ensure that
support is targeted appropriately for children and families who require it. Our
Ofsted rating is ‘Good’, and our most recent inspection was in December 2014.
The full inspection report can be downloaded from Ofsted’s website, please
click the following link for further information.
The kinds of SEN for which provision is made
St. Margaret Mary’s Catholic Junior School we can make provision for a range of
frequently occurring special educational need without a statement of special educational needs / Education, Health and
Care Plan, for instance, we are currently supporting pupils with the following
needs: dyslexia, dyspraxia, speech and language needs, autism, Asperger’s
Syndrome, learning difficulties and social or emotional health
difficulties. There are other kinds of special educational need which do
not occur as frequently and with which the school is less familiar, but we can
access training and advice to support us in meeting those needs.
Information about policies for identification and assessment of pupils with SEN
We will know if a child
needs extra help if:
parent, teacher, staff member or child raises their concerns
progress is being made
is well below age-related expectation
are changes in well-being, social and emotional health or progress
provided at transition from KS1
If St. Margaret Mary’s
Catholic Junior School feels that a child has Special Educational Needs:
meeting will be arranged with parents to discuss the concerns and the
support being put in place.
child’s name will be added to the school SEND list.
support will be provided by the class teacher and this will be monitored
by the SENCO.
Information about provision for children with SEN (with or without an Education
Health and Care Plan)
admission arrangements for pupils without a statement of special educational
needs / Education, Health and Care Plan must not discriminate against or
disadvantage disabled children or those with special educational needs and must
follow the normal school admissions procedures.
(i) How the school evaluates provision
St. Margaret Mary’s Catholic Junior School we assess and review the progress of
all children termly. Personalised Provision Plans are reviewed termly by class
teachers and these are evaluated through identification of small steps of
progress. As appropriate, curriculum, learning environment and activities are
adapted to meet the needs of our pupils with Special Educational Needs and
Disabilities (including those with social and emotional health needs).
(ii) Arrangements for assessing and reviewing progress
St. Margaret Mary’s, staff track and review progress towards meeting planned
outcomes at least once a term and the outcomes of the review feed directly into
the next planning phase of the graduated approach. Whole-school monitoring and
review processes are used whenever possible in order to make the best use of
time, for example, all children’s progress is reviewed termly and this is
discussed with parents at termly Parents’ Evenings. All staff recognise that
the process needs to be planned for as it is a crucial part of the graduated
approach, providing a formal opportunity to evaluate the success of day-to-day
teaching and targeted provision on pupils’ progress and development. Class
teachers drive the process, with support from the SENCO, and consider questions
Has the child achieved the agreed targets?
What is the evidence from day-to-day intervention tracking?
Are the skills acquired through targeted support transferred back into class
How have the pupil and parents responded to targeted provision?
What are the views of support staff, parents and the pupil?
How will the outcomes of this review feed back into the analysis of pupils’
• What changes to support, provision and
targets are needed?
(iii) Approach to teaching children
All pupils with SEND are taught a full range of subjects. All staff
receive ongoing training and continued professional development. Teachers have
experience of adapting lessons to make them accessible but appropriately
challenging for all pupils. Pupils have access to all of the curriculum unless
otherwise stated in an EHC plan or Statement of Educational Need. Additional
support in the form of a Teaching Assistant in all classrooms enables access
and further engagement in lessons. Priority is given to enabling pupil
independence through differentiation and personalised approaches to teaching
and learning as appropriate. The quality of every teacher’s provision for
pupils with SEND is assured through observation, learning walks, robust
monitoring and review and ensuring ‘quality first teaching’ as a minimum.
(iv) How school adapts curriculum and learning environment
Teacher Standards (2012) and SEND Code of Practice: 0-25 Years (2014) require
all teachers to ensure all pupils in their class access learning and that they
make adaptations to the curriculum, learning environment and opportunities in
school to ensure this is achieved. Some ways in which we provide a highly
inclusive curriculum and learning environment are:
Ensuring staff have opportunities for
relevant continued professional development relating to
Teachers planning with differentiated and
personalised learning opportunities that allow access and success but ensure
Providing visual timetables, writing frames
and using mind maps
Responding to outside agency advice and
resources where required, for example sloped writing boards
Responding to the views of children with SEND
and their parents/carers
Focused teaching opportunities within a
smaller group or one-to-one basis.
(v) Additional support available
below are the different types of support that are offered to children with
a) High Quality Teaching
your child, this means:
• the teacher has the highest
possible expectations for your child and all pupils in their class
• all teaching is based on
building upon what your child already knows, can do and can understand
• different ways of teaching are
in place so that your child is fully involved in learning in class.
Margaret Mary’s Catholic Junior School strives to ensure all pupils receive
high quality teaching.
b) Specific small group work (sometimes called
Intervention Groups in school)
your child, this means:
• your child’s teacher will have
carefully checked on your child’s progress and will have decided that your child
has a gap in their understanding/learning and needs some extra support to help
them make the best possible progress
• programmes of support will be
put in place on a short term basis to help your child to ‘catch up’. This may be:
• your child may be taught for
some of the timetable in Teaching Assistant/Intervention rooms/spaces
• led by a teacher or most often
a Teaching Assistant or Learning Support Assistant using the teacher’s plan.
This type of support is available for
any child who has specific gaps in their understanding of a subject/area of
learning. Examples of intervention groups
currently on offer at St. Margaret Mary’s Catholic Junior School are; phonics
groups, Read, Write Inc. Programme, 1st Class at Number, Success at
Arithmetic, Bug Club, Fresh Start, spelling groups, Booster groups.
c) Highly personalised
support, called Special Educational Needs Support
your child, this means:
• in consultation with you, your
child will have been identified by the Class Teacher, Year Head and/or SENCO as
needing extra specialist support in school, in addition to high quality
teaching and intervention groups
• you will be asked to come to a
meeting to discuss your child’s progress and help plan the focused support for
your child through writing an Personalised Provision Plan (PPP)
• personalised support through
specific strategies (which may be suggested by the SENCO or specialist
professional) are in place to support your child to learn and make progress
• a Learning Support Assistant or
Specialist Teacher will run these small group sessions
• you may be asked to give your
permission for the school to refer your child to a specialist professional such
as a Speech and Language Therapist or Educational Psychologist to help the
school and understand your child’s particular needs in order to provide further
• the specialist professional
will work with your child to understand their needs and make recommendations,
which may include:
- making changes to the way your child is supported in class, for
example, some individual support or changing some aspects of teaching to
support them better
- support to set better individual
targets for your child, which will include their specific expertise
- a group run by school staff under the
guidance of the outside professional, for example, a social skills group
- a group or individual work with the
type of support is available for children with specific barriers to learning
that cannot be overcome through high quality teaching and intervention groups.
This is called Special Educational Needs Support (and replaces School Action
and School Action Plus).
d) Specified Individual support
support is usually provided via a Statement of Special Educational Needs or an
Education, Health and Care Plan (EHC Plan). This means your child will have
been identified by the Class Teacher and SENCO as needing a more intensive
level of specialist help that cannot be entirely met from the resources usually
available to St. Margaret Mary’s Catholic Junior School through the delegated
budget to provide SEN/D Support.
your child this means:
The school (or you) can ask the Local
Authority for an Education, Health and Care (EHC) needs assessment for your
This is a legal process which sets out
the amount of support that will be provided for your child.
After the school have sent in the
request to the Local Authority (with a lot of information about your child,
including some from you), they will decide whether they think your child’s
needs (as described in the paperwork provided), seem complex enough to need a
If this is the case, they will ask you
and all professionals involved with your child to write a report outlining your
After the reports have all been sent
in, the Local Authority will decide if your child’s needs require an EHC Plan
in order to make good progress.
If this is the case, they will write an
If this is not the case, they will ask
the school to continue with Special Educational Needs Support and also set up a
meeting in school to ensure a plan is in place to ensure your child makes as
much progress as possible.
The EHC Plan will outline long and
short term objectives for your child and what support they will receive in
order to achieve these outcomes.
This type of support is available for
children whose learning needs are complex and lifelong.
This graduated approach is evaluated using the Assess-Plan-Do-Review
cycle, which begins with the Class Teacher. For each type of provision,
appropriate professionals will also adopt the same approach to evaluating the
successfulness and appropriateness for each child. In
the ‘review’ stage of the graduated approach teachers gain a growing
understanding of what approaches secure better outcomes. Teachers continually
review all pupils’ progress, formally and informally. It is not necessary for
teachers to wait for formal review meetings before reviewing and, if
appropriate, making changes to teaching approaches and other provision.
reviews of SEN provision for individuals, adaptations are made and discussed
with parents/carers as appropriate, with additional support or adaptations to
curriculum and environment being made as necessary.
(vi) Enabling pupils to participate in activities
St. Margaret Mary’s Catholic Junior School we see it as a priority to commit
ourselves to the highest levels of pupil participation for all children. We
recognise that there must be a commitment to the long-term participation of
pupils and that some pupils may need training and encouragement to help them
become actively involved. Here at St. Margaret Mary’s Catholic Junior School we
make best use of any available expertise. Disabled pupils, their parents,
specialist teachers, local voluntary and disability organisations are able to
support us in bringing a useful perspective to help identify practices and
arrangements that may act as a barrier to admitting, accommodating and
including disabled children within all activities.
(vii) Support for improving emotional, mental and social development of
pupils with SEN
St. Margaret Mary’s Catholic Junior School we understand that an important
feature of the school is to enable all pupils to develop emotional resilience
and social skills, both through direct teaching (e.g. PSHE or Circle Time) and
indirect teaching (every conversation adults have with children throughout the
day). Pupils in the early stages of emotional and social development
because of their special educational needs will be supported to enable them to
develop and mature appropriately. This will usually require additional
and different resources, beyond that required by pupils who do not need this
support. The SENCO may, under the consent of the parent, feel it is appropriate
to coordinate additional support through access to a mentor, time with member
of SLT or management team, an external referral to CAHMS (Child and Adolescent
Mental Health Service), or access to a therapeutic intervention. Some pupils
may benefit from additional support through specific emotional and mental
health strategies, such as the use of social stories, time out spaces and
personalised reward charts.
Name and contact details of SENCO
The Special Educational Needs Co-ordinator (SENCo) at St. Margaret
Mary’s Catholic Junior School is Miss C
Killick. Appointments can be made either in person, or by contacting:
The Learning Mentor (LM) at St. Margaret Mary’s Catholic Junior School
is Mrs C Perry
5. Expertise including training of
staff and seeking of specialist expertise
Part of the SENCO’s role in school
is to support class teachers and teaching assistants in teaching children with
The school has a training plan
for all staff to improve the teaching and learning of children including those
with SEN/D, this involves whole school training on SEND issues. In the academic
year 2015-2016 staff received training relating to teaching children with
Autism, providing specialist teaching for children with Specific Literacy
Difficulties, Read Write Inc. and Project X intervention programmes.
Individual teachers and support
staff attend specialist training courses run by outside agencies that are
relevant to the needs of specific children in their class e.g. understanding
Sensory Processing Disorder, understanding and teaching children with ADHD etc.
At St. Margaret Mary’s Catholic
Junior School we work in partnership with a range of professionals in order to
support children with SEND. Currently, directly funded by the school:
Additional Educational Psychology Service input to provide a higher level
of service to the school
Specialist Teachers for Dyslexia (SpLD)
Paid for centrally by the Local
Authority but delivered in school:
Educational Psychology Service
Specialist Teachers for children with Autism
Speech and Language Therapy (provided by Health but funded by the Local
and paid for by the Health Service (Richmond NHS Trust) but delivered in
addition the SENCO can make referrals to:
The Child and Adolescent Mental Health Service (CAMHS)
Social Care services / Early Help Team
6. Equipment and facilities secured for SEN pupils
St. Margaret Mary’s Catholic Junior School we strongly believe in fulfilling
our statutory requirement to be an inclusive school. We follow the advice in The National Curriculum Framework on how
to adapt the curriculum and the learning environment for pupils with special
educational needs. We also incorporate the advice provided as a result
of assessments, both internal and external, and the strategies described in
statements of special educational needs / Education, Health and Care Plans.
We ensure that equipment used is
accessible to all children regardless of their needs
Extra-curricular activities are
accessible for children with SEND.
Access arrangements are made by the
SENCO/Year 6 Year Head for children with SEND who take part in Standard
Attainments Tests (SATs) in Year 6.
Support is provided for children with
SEND who require it at break times and other unstructured times e.g. Golden
external advisors recommend the use equipment or facilities which the school
does not have, we will purchase it using the notional SEND funding, or seek to
find additional funding. For highly specialist communication equipment the
school will seek the advice of relevant professionals.
Margaret Mary’s Catholic Junior School’s Accessibility Plan is detailed in our Policy, available on our
website at: http://www.smmj.co.uk/school-policies2
Arrangements for consulting and involving parents
All parents of pupils at St. Margaret
Mary’s Catholic Junior School are invited to discuss the progress of their
children three times a year and receive a written report once per year.
The class teacher is regularly
available to discuss your child’s progress or any concerns you may have and to
share information about what is working well at home and school so similar
strategies can be used.
Homework will be adjusted as needed to
your child’s individual needs.
A home/school contact book may be used
to support communication with you, when this has been agreed to be useful for
you and your child.
As part of our normal teaching
arrangements, all pupils will access some additional teaching/support to
help them catch-up if the progress monitoring indicates that this is necessary;
this will not imply that the pupil has a special educational need.
If following this normal provision
improvements in progress are not seen, we will contact parents to discuss the
use of internal or external assessments which will help us to address these
needs better. From this point onwards the pupil will be identified as
having special educational needs because special educational provision is being
made and the parent will be invited to all planning and reviews of this
Parents will be actively supported to
contribute to assessment, planning and review.
In addition to this, parents of pupils
with a statement of SEN/Education, Health and Care Plan will be invited to
contribute to and attend an annual review, which, wherever possible will also
include other agencies involved with the pupil.
All information from outside
professionals will be discussed with you with the person involved directly, or
where this is not possible, in a report.
The SENCO will share information with
you about local support groups, courses for parents and holiday activities that
are relevant to your child’s needs.
Reviews will be undertaken on a termly
Arrangements for consulting
young people with SEN
When a pupil has been identified to have special educational needs
because special educational provision is being made for him or her, the pupil
will be consulted about and involved in the arrangements made for them as part
of person-centred planning. Parents are likely to play a significant role
in the primary years with the young person taking more responsibility and
acting with greater independence in later years.
9. How complaints are dealt with
If a parent or carer has any concerns or
complaints regarding the care or welfare of their child an appointment can be
made by them to speak to the Headteacher or SENCO, who will be able to provide
advice on formal procedures for complaint. We encourage parents to discuss their concerns with the class teacher,
Year Head, SENCO, Senior Leadership Team or Headteacher to resolve the issue
before making the complaint formal to the Chair of the Governing Body. Our complaints procedure, available from the School Business
Manager (Mrs S. McNulty), sets out the steps for making a complaint in more
How outside bodies, LA, Health,
Voluntary agencies are involved
We work closely and have
strong partnerships with other agencies who are involved in meeting the needs
of pupils with SEND and in supporting the families of such pupils. We may
involve specialists at any point to advise us on early identification of SEN and
effective support and interventions. We will always seek to involve a
specialist where a pupil continues to make little or no progress or where they
continue to work at levels substantially below those expected of pupils of a
similar age despite support. Parents will always be involved in any
decision to involve specialists. Some of the agencies we work alongside
and seek advice from include:
Educational Psychology Service (EPS)
Specialist Autism Teachers
Speech and Language Support Service
Child & adolescent mental health service
School Nursing Team
Children and Families First Team
Contact details of support services that
may help parents
In Knowsley we have a wide
range of services to help support our parents, carers or any other adults with
responsibility for caring for a child. Some of the services are outlined below:
Knowsley Childcare Information
Service - Knowsley's free service offering information on childcare and early
years education. Telephone: 0800 085 2022 (Option 1)
Children with Disabilities Team - support to families who have
children up to the age of 18. Telephone: 0151 443 4235
Early Help Team - Early Help is an
early intervention/prevention service across Knowsley. Families can be a great source
of strength and support but sometimes family life can be difficult due to
issues such as: parenting skills; drug and alcohol use; poor school attendance;
emotional ill-health; violence within relationships and the involvement of
adults or children in crime or anti-social behaviour. Early Help can offer
support with these issues for families with children between the ages of 0-18. Telephone: 0151
Family Support Services 0-18 years. Telephone: 0151 443 2882
HomeStart Knowsley - HomeStart provides a support service for
families - recruiting and training volunteers to support parents with young
children at home. Telephone: 0151 480 3910
Knowsley Family Learning -
Knowsley Family Learning is part of Knowsley Family and Community Education (F.A.C.E.).
The Family Learning team manage and support a wide range of family learning
courses which are offered at schools, Children's Centres and other community
venues in Knowsley. Telephone: 0151 443 4502
Knowsley MASH - The Knowsley Multi Agency Safeguarding Hub (MASH)
brings together agencies from services that have contact with children and
adults at risk to make the best possible use of their combined knowledge. Telephone: 0151
Further information relating to National services that provide advice
and support for children, young people and families with SEND can be found
Arrangements for supporting children in transition
Joining St. Margaret Mary’s Catholic Junior
- The SENCO and Learning
Mentor attend information sharing meetings with the Learning Mentor and
SENCO of the infant school in Summer Term.
- All Year 2 classes come
for visits to the junior school during the Summer Term.
- The Learning Mentors
and Year 3 class
teachers visit all children in Year 2 before the end of
their time at the infant school, prior to their starting at the juniors.
- Year 2 parents are
invited to information sharing meetings led by the Year 3 Year Head, Miss
- Parents are invited to meetings prior to their child starting to
share information about their child’s development.
- Children come for several transition visits before starting
school in September.
- If children join St.
Margaret Mary’s Junior’s in
later years, information is gathered from their previous school.
- Children are very welcome to join their new class for transition
visits prior to joining our school family.
from one class to the next
- During summer term, each class visits their next teacher and
- For children who find transition a little more difficult, the
Learning Mentor works with them in small groups, leading additional
activities to ease their transition.
social story or transition book to support your child’s understanding of
moving on will be made for them if needed.
- Teachers discuss each child in detail and pass detailed
transition notes to the new teacher to ensure that the best provision
to Secondary school:
- Transition work begins early at St. Margaret
Mary’s Catholic Junior School, with opportunities for children to visit secondary schools, or
be taught in St. Margaret Mary’s Catholic Junior
School by Secondary teachers
(e.g. Arts Festivals, Choir concerts, visits)
- In Year 5, children have taster visits at Broughton
Hall & Cardinal
Heenan Catholic Secondary Provisions.
- During Year 6, the Learning Mentor, Year Head
and Class Teachers prepare
the children for transition during Circle Time.
- In Year 6 children spend one or two days at their new Secondary
- The class teacher and
SENCO meet with Year
Heads and SENCOs from local Secondary schools, and Secondary staff talk to our
children about their transition, here in our setting.
- The SENCO attends Local
Authority transition sessions to transfer information relating to our
pupils with SEND with both Liverpool and Knowsley authorities.
- SEN information, assessment data and pastoral information is
passed up to secondary schools.
- Children with SEN, who might find the transition more difficult,
are taken for small group visits to secondary schools
by the Learning Mentor/SENCO where appropriate
addition, for children with a statement or EHC plan we will:
Hold the Annual Review in Year 5 at the end of the Autumn Term or
beginning of the Spring Term to plan for your child’s needs in secondary
Hold a Transition meeting in Year 5 Summer Term to discuss your preferred
secondary school choices.
Hold the Annual Review in Year 6 at the end of the Spring Term or
beginning of the Summer Term and invite the SENCo of the named secondary school
Information on where the local
authority’s local offer is published
The SEND Local Offer is a resource which is
designed to support children and young people with special educational needs
and/or disabilities and their families. It describes the services and provision
that are available both to those families in Knowsley that have an Education,
Health and Care Plan and those who do not have a plan, but still experience
some form of special educational need. The SEND Local Offer includes
information about public services across education, health and social care, as
well as those provided by the private, voluntary and community sectors.
Local SEND Offer can be found on the Knowsley Council Website www.knowsley.gov.uk